16
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 1
Tiered learning experiences and assessment opportunities
(cont)
Learning experiences and assessment opportunities Adjustments for Isabella
Each student takes turns naming or creating a name for the
The teacher:
character represented by their picture (eg Platypus Penny)
• if necessary, provides Isabella with a choice
and placing it on the scaffold in either the main character or
of responses describing each aspect represented
supporting character column. Students are asked to provide
on the scaffold, eg ‘Does Koala Lou crawl
reasons for their choice.
or jump?’
Using the
displayed on the
interactive whiteboard, students give a description of
their allocated character using each aspect of the scaffold
(eg name, group, lives, likes, feels, looks, moves) to assist.
4)
Review
Students take turns to be the interviewer. The interviewer
• monitors Isabella’s comprehension and use
is given question cards (ie
when
,
where
,
who
or
what
)
of
who
,
what
,
where
,
when
questions and
and uses the cards to ask the other students questions
supports with picture cues, when needed
related to the setting, for example:
‘Max, when did the story start?’ or ‘Where is
Koala Lou
set?’,
‘Who is in the story?’
The interviewer may ask students to build on their answers
by asking ‘How do you know?’
The group allocates roles for reporting back to the whole-class • provides opportunity for repeated rehearsal
using their completed scaffold. This could involve allocating
prior to reporting back to the whole class
when
,
where
,
who
or
what
.
Resources
•
Koala Lou
by Mem Fox
• CD
Koala Lou
• Scaffold:
When, Where, Who or What
–
main characters
and
Who or What – supporting characters
• MP3 player
• Question cards
When
,
Where
,
Who or What
• Description scaffold
